PSYC 40 - Child and Adolescent Psychology - Stage 5 - Margaret Louie
Assessment
| Assessment Methods | Analysis of exam, quiz, or homework items linked to specific SLOs |
|---|---|
| Assessment Description | Student mastery was measured looking at exam items (multiple choice questions); mastery was determined at 70% of students correctly answering approximately 70% of the questions which reflect the SLO. An example question addressing SLO F: Minh's parents are hardly ever home and don't spend much time with Minh. They don't take the time to talk to her, nor do they encourage her. As a result, Minh can't focus on her schoolwork. Which context is contributing to Minh's poor school performance? An example question addressing SLO E: How is the stage 5 (12-18 mos) infant different from the stage 6 (18-24 mos) infant who has achieved complete object permanence? |
| Learning Outcomes | SLO A. Explain the developmental perspective in reference to the study of children and adolescents. SLO B. Summarize and compare the main concepts from the psychodynamic, behavioral, cognitive, and biological theories of human development. SLO C. Identify and critically evaluate the various research designs used by developmentalists… SLO E. Analyze and discuss the cognitive theories of development, focusing on the theory of Jean Piaget. SLO F. Recognize and evaluate the different contexts in which development occurs: biological, the immediate environment, social and economic, and cultural contexts, and understand how they interact (Bronfenbrenner’s ecological theory). |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | ~39 |
Data Analysis
| Data Shared With | Students |
|---|---|
| Data Sharing Methods | Face-to-face meetings |
| Data Summary | Most outcomes were met or almost met for the SLOs being assessed this semester. SLO A: 98% of students showed mastery on one question used SLO B: over 80% of students answered 4 out of 4 questions correctly SLO C: over 70% of students answered 1 out of 2 questions correctly; only 51% of students correctly answered the question on longitudinal studies SLO E1: over 70% of students answered 4 of 9 questions correctly, with 1 more question approaching mastery; students had trouble with specific details of object permanence stages SLO E2: over 70% of students answered 4 of 7 questions correctly; only 32% of students correctly answered the question on transduction SLO F: over 70% of students answered 2 of 4 questions correctly, with 1 more question approaching mastery |
| Analysis Summary | For all SLOs, the mastery criteria sought was 70% of students answering correctly on 70-100%* of specific questions reflecting the SLO. *Because the number of specific questions used per SLO varied, the criteria for mastery also varied, but remained mostly in the 70% range (i.e., 1 0f 1 questions, 3 of 4 questions, 4 of 5 questions, 6 of 9 questions correctly answered by 70% of students) |
| Next Steps Planned | Some details being assessed may be too obscure for students to remember (object permanence stages); for Fall 2013, I plan to re-evaluate the usefulness of this information toward student mastery. Some information being assessed may have been presented too vaguely for students to understand (transduction, longitudinal studies); for Fall 2013, I plan to modify the lectures to highlight the importance of the information. |
| Learning Outcomes | ALL |
Changes
| Details | new assessments were created, primarily re-writing exam questions for better clarity. |
|---|---|
| Learning Outcomes | refer to previous answers. |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities |
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| More Details | Rewrite exam questions to better reflect the outcome being assessed Modify lectures to better prepare students for assessment Continue to monitor student performance |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
- ELECTRONIC COPY - On a department web server or shared document system